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Geography Games 


A METHOD OF TEACHING GEOGRAPHY 
IN PRIMARY GRADES 


BY 


MYRA KING 

LOS ANGELES, CAL. 

AUTHOR OF TALES OUT OF SCHOOL 
LANGUAGE GAMES AND 
PRIMARY DEVICES 


INTRODUCTIONS BY 

. MELVILLE DOZIER 

MEMBER OF CITY BOARD OF EDUCATION 
AND 

MRS. SUSAN M. DORSEY 

ASSISTANT SUPERINTENDENT 


WAYSIDE PRESS 
LOS ANGELES, CAL. 



aijt 


COPYRIGHT, 1919 
By MYRA KING 


itP 16 ISI9 


©CI.A5353B3 


^ \ 



INTRODUCTION 


LOS ANGELES CITY SCHOOLS 
Office of the Superintendent 
716 Security Building 
Los Angeles, California. 

Miss Myra King’s little book on Geography Games will 
fill an important place in the teaching of this all pervasive 
subject. 

There is no subject in the school curriculum so many- 
sided as Geography, and none of more practical value. It 
teaches history, literature, travel, business, and, indeed, 
every phase of the everyday life of everybody, and its teach¬ 
ing in the schools ought to be of that vitality which char¬ 
acterizes the study itself. It can be made and has been 
made a bag of dry bones, but this little book clothes these 
bones with flesh and sinew and nerve, and puts life into it 
all. The play spirit in child life is nature’s own way of 
developing the mind and the body harmoniously, and Miss 
King, with consummate skill, has seized upon that natural 
tendency of children as the most effective channel of in¬ 
struction in matters of permanent and practical value. 

The use of such devices as this little volume suggests 
will make Geography both fascinating and profitable. 

Melville Dozier, 

Member City Board of Ed., 

Los Angeles. 

LOS ANGELES CITY SCHOOLS 

August 13, 1919. 

Miss Myra King presents in this group of geography 
games excellent suggestions whereby teacher may make 
the study a delightful exercise for younger children. Such 
collections of materials have a two-fold value: The games 
may be used as present, or, even better, they may serve to 
suggest to the skillful teacher devices of her own by which 
to make the children alive. The material here presented 
should be of real service to primary teachers of geography. 

Mrs. Susan M. Dorsey, 
Assistant Superintendent. 




CONTENTS 


Page 

Hemispheres . 10-11 

Hemispheres . 12-13 

Hemispheres . 14-15 

Continents and Countries. 16-17 

The Continents and Their Countries. 18 

Oceans, Gulfs, Bays, etc. 20-21 

Oceans . 22-23-24-25 

Countries of North America and South America and 

Isthmus of Panama . 26-27 

Islands. 28-29 

Capes . 30 

Peninsulas . 32-33 

Rivers, Cities, Mountains, etc., in the United States. 34-35 
Practice in Naming Rivers, Mountain, Cities, Volca¬ 
noes, also Spelling. 36-37 

Rivers .. 38-39 

Rivers. 40-41 

Rivers. 42-43 

Mountains. 44-45 

Mountains .46-47-48-49 

Mountain Peaks . 50-51 

Countries and Capitals. 52-53 

Names of States and Their Locations. 54-55 

States, Their Location and Relation to Each Other. 56-57 

Relation of States to Each Other. 58-59 

Location of States and Rivers in United States.. . . 60-61 

Some Leading Fact About Each Country. 62-63 

Special Features of Different States and Countries. 64-65 

States and Capitals . 66-67 

Capitals of States . 68-69 


























Capitals of United States. 70-71 

Names of States and Capitals. 72-73 

States and Capitals or Largest Cities. 74-75 

Seaports of United States. 76-77 

Capitals, Largest Cities, Rivers, Products, etc. 78-79 

Important Cities of Europe. 80-81 

Races .82-83-84-85 

Occupations . 86-87 

Industries.88-89-90-91 

Products.92-93-94-95 

Products . 96-97 

Products . 98-99 

Products .100-101 

Products .102-103 

Foods.104-105 

Clothing .106-107-108-109 

Modes of Transportation .110-111 

Titles of Rulers.112-113 

Minerals .114-115 

Animals .116-117 

Irrigation .118-119 























EXPLANATORY 


This book of Geography Games is intended not 
so much to teach geographical facts to to furnish 
opportunity for much drill on the facts the class 
is studying and to do this in a way that will be a 
pleasure as well as a profit to the children. 

Each game is so planned that every child in the 
room will have an active interest in it from begin¬ 
ning to end, and so will be thoughtfully attentive 
to all that is said and done. 

The only place where children hear most of the 
geography facts learned at school is in their school 
lessons, and what they need is to talk these facts 
over in a familiar way and so associate them with 
daily living, and this kind of geography teaching 
will be found to bring lasting results. 

The games are intended to cover all the work 
of a general character in lower grade geography, 
and every primary teacher will find them of ines¬ 
timable value in fixing the facts which the class 
work can only teach in a perfunctory way. 

Each game is so worked out that no time will 
have to be lost by the teacher in getting ready to 
use it. 

During many years of active work in the school¬ 
room, I have never found any method so success¬ 
ful in establishing fundamental geography facts 
as the one which this little book makes practical. 

MYRA KING. 


Los Angeles, Calif. 


HEMISPHERES 


A number of children, eight or ten, come for¬ 
ward and make a circle, joining hands on one side 
of the front of the room, and another group mak¬ 
ing another circle on the other side of the front. 

Teacher explains that the space enclosed by one 
circle is the Northern Hemisphere and that en¬ 
closed by the other circle is the Southern Hemi¬ 
sphere. They talk about the north and south 
poles, about the continents in each hemisphere, 
etc. 

Then the teacher asks who would like to go to 
some country, as England. 

Children raise hands. 

Teacher chooses one, as Ned, and asks, “In what 
hemisphere is England?” 

If Ned answers correctly, he goes to the North¬ 
ern Hemisphere and is admitted to circle. 

Then teacher asks again who would like to go 
somewhere, as to Madagascar. 

Children raise hands and teacher chooses again. 

Teach asks, “In what hemisphere is Madagas¬ 
car?” 

If the child answers correctly he goes to the 
Southern Hemisphere and is admitted. 

The game continues in this way, the teacher re¬ 
marking frequently how many more countries are 
in the Northern Hemisphere than in the Southern 
Hemisphere. 

When the teacher wishes the game to close she 
says, “Well, after all, if we are hemispheres, we 
are all one sphere and all belong together.” 

10 


At this the circles break up, the children mingle 
together to show the oneness of the two halves. 

Then the teacher says, “Well, we’ve seen the 
whole world, and here we are at home,” as chil¬ 
dren take their seats. 

NOTES 


11 


HEMISPHERES 

Teacher has a number of large red apples. 

Holding up one before the class, she points out 
the two opposite sides and calls one side the east¬ 
ern hemisphere and the other the western hemi¬ 
sphere. 

Then cutting the apple in two vertically, holds 
up one half and calls attention to the fact that 
this is one of the hemispheres named. Then she 
asks who can name the continents in that hemi¬ 
sphere. 

The child who is first to do that comes and 
stands beside teacher and has that “hemisphere” 
delivered to him. 

Then the teacher asks for some one who can 
name the continents in the other hemisphere. 

The first child who can do this stands by the 
other one and holds this “hemisphere.’’ 

Next the teacher holds up another apple and 
talks about northern and southern hemispheres. 

Then she cuts this apple in two horizontally, 
showing those two hemispheres. 

Each of these is given to the child who names 
its continents most readily. 

When all four of the “hemispheres” are given 
to four children, a knife may be given to the boy 
who had the first “ hemisphere ” and he may call 
on different ones to name the countries of that 
hemisphere, cutting off and giving to each child 
a slice, as he names a country correctly, propor¬ 
tioning the size of the slice to the size of the 

12 


country named—a large slice for a large country 
and a small slice for a small country. 

Then the next hemisphere may be divided in the 
same way, etc. 

When all the apples have been given away ex¬ 
cept a small piece left of the northern and south¬ 
ern hemisxdieres, teacher asks what these pieces 
are. 

Children, eating these pieces as their share, 
answer, “ These are the undiscovered lands about 
the poles.’’ 

NOTES 


13 


HEMISPHERES 

This game can be played best just before recess 
or lunch time. 

Teacher has on hand two of the largest and 
roundest watermelons she can find. 

She places them on a little table in the front 
of the room. 

She then calls forward two children, as John 
and Mary, and gives each one charge of one of the 
melons. 

Then, taking one of the melons, as John’s, she 
asks the class who knows something that is as 
round as this melon? 

Children will answer different things—some 
child will answer, 4 4 The earth is round like that 
melon.” 

When she gets that answer, then she points to 
the two opposite points asking what they are like 
and eliciting the answer, 44 North and South poles.” 

Then the teacher with a pencil or something 
traces a ring around the center horizontally, ask¬ 
ing what that stands for and bringing out the 
answer, 44 The Equator.” 

In the same way they locate Arctic and Ant¬ 
arctic Circles and Tropics. 

Then the class locate the zones. 

When this is done teacher turns to Mary’s 
melon and has them locate poles, tropics, and 
zones on it. 

Then she goes back to John’s melon and talks 
about cutting the melon around the center, on 
the equator, and so dividing it into the northern 

14 


and southern hemispheres. Also they talk about 
the countries that are in each hemisphere. 

When this is understood thoroughly, John cuts 
his melon through the center on the equator and 
teacher calls children’s attention to the fact that 
he has divided it into northern and southern 
hemispheres. 

Then Mary divides her melon the other way and 
teacher shows that she has divided it into eastern 
and western hemispheres. 

Then John and Mary begin cutting up the 
melons, the class as they pass by on their way out 
to their lunch each receiving a slice—a piece of 
one of the hemispheres—to be eaten with his 
lunch. 

This may be made more interesting to the more 
advanced pupils by cutting the slices along longi¬ 
tudinal lines. 

NOTES 


15 


CONTINENTS AND COUNTRIES 

Teacher calls on different children in turn to 
name the five continents. 

The first five who can do it successfully, come 
forward, confer with the teacher and each child 
is one of the five continents. 

When the decision is made they stand in a row 
in front of the class some distance apart. 

The first child then states some fact about the 
continent for which he stands, as, “I am the con¬ 
tinent that has the largest river in the world. 
Who am I, and what is my river"?” 

Teacher chooses one from those who raise their 
Lands, as Ned. 

Ned answers, as, “You are South America and 
your river is the Amazon.” 

If he has answered correctly , 4 ‘ South America, ’ ’ 
says, “You may be one of my countries. Which 
one will you be?” 

Ned answers, naming some country, as Colom¬ 
bia. If he had named a country of South America 
he comes and stands with John. 

Then John states another fact about South 
America after conferring with “Colombia,” to be 
sure that no mistake is made, as, “I am the con¬ 
tinent that has the longest mountain range in the 
world. Who can guess what it is?” 

Teacher chooses one again, as Tom, who 
guesses. 

If he guesses correctly, John says, “You may 
be one of my countries. Which will you be?” 

16 


Tom names some country of South America, as 
Chili. 

If he has answered correctly he comes and stands 
with John. 

John continues choosing as long as those chosen 
make no mistake. 

If a mistake is made then the next continent has 
a chance and continues choosing as long as those 
chosen make no mistake. 

If a mistake is made the next continent has his 
turn, etc. 

The fun is in seeing how many countries each 
continent can get without making a mistake. 

NOTES 


17 


THE CONTINENTS AND THEIR COUNTRIES 

Teacher names five children who come forward 
and are the five continents, standing some distance 
apart. 

Teacher writes name of each continent on board 
back of the child to whom it belongs. 

Then the teacher allows a minute for each child 
at seat to decide to which continent he belongs 
and what country he will be. 

Beginning with first child in first row, teacher 
allows each child in turn to stand and tell to what 
continent he belongs, and what country he is, as, 
“I belong to South America and I am Colombia.” 

If he has named a country of South America 
he comes and stands with John, South America, 
and so on, till each child has had his chance. 

The fun in the game is to see which continent 
has the most countries when ahe game is done. 

Probably several of the children will have 
chosen the same country sometimes, as, the United 
States, but this will add to the fun and help to 
fix the location in their thought. 


18 















NOTES 




. 






. 



























































19 




' 

























OCEANS, GULF, BAYS, ETC. 

Teacher calls on some child, as John, to name 
the oceans. 

John stands and names the oceans. 

If he is successful he comes forward and stands 
in front. 

Then John calls for another, as Ben, to name 
the oceans. 

If Ben makes no mistakes he comes and stands 
in front at some distance from John. 

Then Ben calls for another, who also stands in 
front, and so on, till there are five standing, one 
for each ocean. 

Then teacher names each one some ocean, as, 
John is the Atlantic, Ben is the Pacific, and so on. 

When these arrangements are completed, one 
child, as John, says, “Now, I want all my gulfs, 
bays, seas, etc., with me. Who is a body of water 
that belongs to me?” 

Children raise their hands. 

John chooses some one, as Ned, who names some 
body of water connected with the Atlantic Ocean, 
as, “I am the Gulf of Mexico.” 

If he has named some body of water belonging 
to the Atlantic Ocean he comes and stands with 
John. 

Then the next child—the next “ocean”—has a 
choice, and so on till teach of the five has had a 
chance. 

Then the first one has another chance, and so 
on till the teacher wishes to close the game, when 
she says, “Well, we know that all these waters are 

20 


really one, and the waters finally mingle.” 

At this the children walk around together to 
show the mingling of the waters, saying as they 
take their seats, “See how our waters all mingle, 
and yet we all have our own places.” 

NOTES 


21 


OCEANS 

John comes forward and says, “I am the cap¬ 
tain of a fishing-boat, and I am just starting out 
for a fishing expedition. I want a number of men 
to help me run the boat. Who has been a sailor 
and can help me on this trip'?” 

Children raise hands. 

John chooses several who come forward and 
stand with him. They all w T ork for a minute or 
two, as if getting the boat ready to start. 

Then John says, “Now we must have a pilot. 
Who can be a pilot for us?” 

Children raise hands. 

John chooses one, as Ned. 

Ned comes forward and is the pilot. 

John meets Ned in a business-like way and talks 
the matter over with him. 

John says, “I want to start from here, New Or¬ 
leans, and go to the salmon fisheries in the northern 
Pacific Ocean. Do you think you can pilot us? 
Have you been over this route many times?” etc. 

Ned answers, giving his experience and John 
engages him. 

Then John asks him about the Pacific Ocean, 
and Ned answers, stating a number of facts about 
the Pacific Ocean, as, “The Pacific Ocean is the 
largest ocean in the world, its waters are usually 
very quiet—that is why it is called the Pacific—it 
is west of the United States and east of Asia,” 
and anything else that he knows about it. 

John says, “How do we get there from here?” 

“Well,” answers the pilot, “we’ll have to go 

22 


over the Gulf of Mexico and then through the 
Panama Canal, or else out into the Atlantic Ocean, 
down around Cape Horn, through the strait of 
Magellan, and so into the Pacific Ocean.’’ 

They talk it over and decide which is the better 
way. 

“All right,” says John, “let’s start.” 

Then thev start, the pilot acting as if steering 
the ship, the others managing it and John being 
captain. 

As they go along, the pilot calls out the waters 
that they go through, as, “We are now on the Gulf 
of Mexico, now we are going through the Panama 
Canal, and now we are on the Pacific Ocean.” 

When the Pacific Ocean is reached they stop the 
boat and all act as if fishing for a minute or two. 

Then John says, “Now, I think we had better 
go where we can get something else,” naming 
some other kind of fish, as seals, or other sea- 
animals. “I think we will go to the Arctic 
Ocean.” 

Then he says to the pilot, “Can you steer us to 
the Arctic Ocean?” 

Ned answers that he can, and John asks him 
to tell something about the Arctic Ocean. 

“Well,” answers Ned, “the Arctic Ocean is the 
ocean farthest north, and is very cold, with many 
ice-bergs. It is north of North America and of 
Europe and Asia. To get there we can go on north 
through Behring Strait, or we can go back around 
Cape Horn, through the Antarctic Ocean, the At¬ 
lantic Ocean, Davis Strait, Baffin Bay,” etc. 

23 


They talk it over and decide which way they 
will go. 

Then they start, the pilot naming the places as 
they go through and at last saying, “Here we are 
in the Arctic Ocean.” 

They fish a few minutes and then decide they 
want to go somewhere else, as, to the Indian 
Ocean, the Atlantic or Antarctic Ocean. 

The pilot tells how to get there, the waters over 
which they will go, etc. 

When teacher wishes to close the game she 
notifies John, who notifies the pilot that now they 
must go back to the place from which they 
started. 

Pilot tells how to get there and they start for 
home. 

There John dismisses the pilot, discharges his 
help, makes some comment on the success of the 
trip, and goes home—takes his seat. 

NOTES 


24 



























NOTES 












































i 



























‘ 




















































































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os 




25 






' 



COUNTRIES OF NORTH AMERICA AND 
SOUTH AMERICA, ALSO ISTHMUS 
OF PANAMA 


Mary and John come forward and, standing 
some distance apart, are North America and South 
America. 

John, who is South America, names all of the 
countries of South America, saying, “ These are 
my countries, who else can name them?” 

Children raise their hands. John chooses one, 
as Ned, who names the countries. 

If he does it correctly, John says, “ Which one 
are you*?” 

Ned answers, as, “I am Ecuador,” and John 
says, “You may come with me.” 

Then John chooses another and another as long 
as those chosen are able to name the countries 
without mistake. 

If one whom John chooses is unsuccessful, Mary 
(North America) may choose one, as Ed, to name 
the countries of North America. 

If this one names them without mistake, Mary 
says, “And which one are you?” 

Ed answers, as, “I am the United States.” 

Mary says, “You may come with me.” 

Mary goes on choosing as long as those chosen 
make no mistake. 

If one fails, then it is John’s turn again, and 
so on. 

When the teacher wishes the game to close she 
comes and stands by John and those with him, 

26 


saying, “And this is South America, and all of 
its countries.” 

Then going to Mary she remarks about North 
America and its countries. 

“But,” she says, standing between the two con¬ 
tinents, “it seems to me there is something lack¬ 
ing—I thought there was something between them. 
Who knows what it is?” 

Children raise their hands. 

Teacher chooses one, as Ben, who stands and 
says, “The Isthmus of Panama is missing.” 

Teacher says, “You may be the Isthmus of 
Panama.” 

Ben comes forward, stands between John and 
Mary, and takes a hand of each, saying, “I am 
the Isthmus of Panama.” 

The class all say, “Three cheers for Ben—the 
Isthmus of Panama,” as children take their seats. 

NOTES 


27 


ISLANDS 

Teacher has passed small pieces of paper, shape 
and size of envelopes. 

She has a box—calk box will do—that can be 
used as a mail-box. 

John comes forward and stands in front of 
class. 

John calls forward a number of other children. 

John strokes these, walking about among them 
and calling them pet names. 

Then John says to class, “I am the post-master, 
and I have here a number of carrier pigeons that 
I am going to send home soon with mail to all 
the various islands. Who has some letters he 
wishes to send?” 

Children raise hands. 

John calls on one, as Helen, saying, “ Helen, 
where do you want to send a letter?” 

Helen answers, as, “I want to send a letter to 
Cuba.” 

John asks about Cuba—“Where is Cuba? What 
waters surround it? To what country does it be¬ 
long?” etc. 

If Helen can answer all the questions she brings 
her letter to the mail-box. 

Then John allows another and another to mail 
his letter, each telling all he can about the island 
to which his letter is to be sent. 

When teacher wishes to close the game she tells 
John that it is time for the Post Office to close. 

John notifies the class that the mail will now 
be sent away, and distributes it among the pigeons. 

28 


They spread their wings as birds and fly out 
into the hall as if starting on a journey. 

Then John arranges things on teacher’s desk 
as if putting things to rights, and takes his seat 
stating that the office is closed. 

Children who are pigeons come in quietly—at a 
back door, if there is one—and take their seats so 
as not to be heard. 

NOTES 


29 


CAPES 

John comes forward and is the captain of a 
boat. 

A number of other children—as many as the 
number of capes they have studied—come for¬ 
ward, hold a whispered consultation with the 
teacher, and each decides what cape he will be. 

Then they stand in a row some distance apart. 

John walks along in front, playing he is on a 
steamboat, till he comes to the first cape. 

Here he stops and says to that child, “Who are 
you?” 

This child states some fact about one of the 
capes, as, “I am the cape at the southern part of 
South America. What is my name?” 

If John answers correctly, as “You are Cape 
Horn,” he “has gone around Cape Horn,” and is 
on his way to the next cape. 

The next child is another cape. 

John asks, “Who are you?” and this child an¬ 
swers stating some fact about the cape he has 
chosen, and so on. 

When John has gone past all the children, he 
has gone all around North America and South 
America, and is back where he started. 

As John passes each child that one takes his 
seat. 

And then John says, “Here we are at home 
again,” gives up his ship and takes his seat. 


30 































NOTES 












































































































































































31 




































PENINSULAS 


Teacher asks who can tell a number of things 
about peninsulas. 

Children raise hands. 

Teacher chooses one, as Kate, who comes for¬ 
ward and has a whispered talk with the teacher, 
naming all the peninsulas she can. 

If Kate shows sufficient knowledge of penin¬ 
sulas, she stands in front of the class and asks a 
question about some peninula, as, “Who knows 
where Florida is located?” 

Children raise hands. 

Kate chooses one, as John, who answers telling 
a number of things about Florida, as, “Florida is 
in the southeastern part of the United States. It 
is surrounded by the Gulf of Mexico and the At¬ 
lantic Ocean; it has a warm climate; it belongs 
to the United States,” etc., etc. 

If John has answered satisfactorily he comes 
and stands on one side of the room. 

Then Kate asks another question, as, “Who can 
tell me where Italy is located?” 

Children raise hands and Kate chooses another 
child, as Mary. 

Mary answers, as, “Italy is in the southern part 
of Europe, surrounded by the Adriatic Sea, its 
capital is Rome,” etc. 

If Mary has answered correctly she comes and 
stands in the line with John. 

Kate asks again, about some other peninsula, as 
Norway and Sweden. 

From those who raise their hands she chooses 

32 


another, as Ben, who answers and comes forward, 
standing in the line. 

When they have named all of the peninsulas 
they know, teacher notifies Kate, who turns her 
back and stands before the class with her eyes 
closed. 

Teacher signals to some child in the line who 
comes and stands beside Kate, naming any penin¬ 
sula and telling all he can about it. 

Then Kate, judging by the voice, guesses who 
it is. 

If Kate guesses correctly that child takes his 
seat—if not, he goes and stands in line again. 

Then teacher signals another and another, each 
taking his seat as Kate gives his name correctly. 

Those who are not named correctly have an¬ 
other chance, and another, till they are named, 
each time describing a new peninsula. 

The children will make a great deal of fun out 
of this changing their voices and in all ways keep¬ 
ing Kate from knowing who they are. 

This game can be used successfully with lakes, 
rivers, islands, mountains, volcanoes, capitals, 
capes, etc. 

NOTES 


33 


RIVERS, CITIES, MOUNTAINS, ETC., IN 
THE UNITED STATES 

In the front of the room, as far apart as possible, 
are placed two tables—two chairs by each—to be 
used as the depots. 

At one table, which is the depot in some extreme 
eastern city, place John at the information desk 
and Kitty as ticket-agent. 

At the other table place Ned at the information 
desk and Helen as ticket-agent in some extreme 
western city. 

Teacher asks who would like to take a trip to 
New York. 

Children raise their hands. 

Teacher chooses one, as Mary. 

Mary comes forward to Ned at the information 
desk in the western city and says, “I want to 
take a trip from here”—some western city— 44 to 
New York. What places of interest can I see on 
the way'?” etc. 

Ned answers, as, 4 4 Well, you can go through 
Denver, St. Louis, Chicago, cross the Rocky Moun¬ 
tains, the Alleghany Mountains, the Mississippi 
River, Missouri River, the Great Lakes,” etc., 
etc. 

Mary, after thinking a minute, decides to take 
a ticket. 

Ned turns her over to the ticket agent, who has 
bits of paper for tickets, and Mary buys a ticket to 
New York. 

Mary then goes down the aisle on one side of 
the room, where she stands as the first car of the 

34 


train for New York—Tom has already been placed 
there as the engine—and holds on to his coat, etc. 

Teacher then asks who wants to take a trip from 
some eastern city to San Francisco. 

Children raise hands. 

Teacher chooses one, as Fred. 

Fred comes forward to the information desk at 
the New York depot and says, “I want to go to 
San Francisco—what important places can I see 
on the way?” 

John at the information dsk answers, “You can 
go through Boston, Chicago, St. Louis, go over 
the Alleghany Mountains and the Rocky Moun¬ 
tains, cross the Mississippi River, the Missouri 
River,” etc. 

Fred then decides that he will take the trip 
and John directs him to Kitty, the ticket-agent, 
who sells him a ticket. 

Then Fred goes down the aisle on the other side 
of the room where Dick is waiting as the engine, 
attaching himself to the train. 

In this way the game goes on, each one as he 
decides to take a trip going to the proper train. 

When teacher wishes to close the game she an¬ 
nounces that it is time for the trains to start. 

The engines start, going “puff, puff,” taking 
their trains around the room, passing each other 
at the back of the room and each stopping at the 
place of destination, the west bound train at San 
Francisco and the east bound train at the New 
York depot. 

Here the trains break up and the children re¬ 
turn to their seats, as if having reached their 
journey’s end. 


35 


PRACTICE IN NAMING RIVERS, MOUN¬ 
TAINS, CITIES, LAKES, VOLCANOES, 
ETC., ALSO SPELLING 

Teacher calls John forward and gives him charge 
of the game. 

Then she says to the class, “Now, I am going 
to stand at the window and look out. John may 
choose one to write on the board some list of 
names,” as, “the countries of South America.’’ 

John chooses one, as Ruth, who comes to the 
front board and writes her list. 

When she has written her list, John asks the 
class what they think of it. They look it over 
and if they decide it is correct, the teacher talks 
about it, asking if they are sure it is all right, 
saying, “I don’t want to look at it unless you 
are sure, for I don’t want to be disappointed,” 
etc., etc. 

When John has assured her, she turns and looks 
at it, saying all she can in commending it, making 
much of the spelling, the writing, etc. 

Then, when the teacher has decided it is all 
correct, John writes Ruth’s name on the board and 
puts a star beside it—this star can be made with 
colored crayon. 

Teach then goes to the window again, naming 
another list, as the Great Lakes, and looks out 
while John calls forward another child, as Ned. 

Ned comes to the board, writes his list, and gets 
his star. 

In this way John goes on, calling different chil¬ 
dren and having different lists written, as, coun- 

36 


tries of North America, of Europe, Asia, Great 
Lakes, lakes of the world, volcanoes, etc. 

When teacher wishes game to close, she turns 
to class, says all the things she can think of in 
commending John, and making much of John’s 
successful teaching; says, as John takes his seat, 
“Well* I’ll know whom to recommend the next 
time I hear someone looking for a teacher,” etc. 

NOTES 


37 


RIVERS 


Teacher designates in some way the four cor¬ 
ners of the United States by the use of chairs or 
in any other way, enclosing a large space in 
front of the desk, determining with the children 
which is the northern boundary, the 'western 
boundary, etc. 

When these arrangements have been made she 
asks who would like to be the Mississippi River 
and knows where it runs. 

From those who know, she chooses one, as Ned, 
who comse forward and takes his place in the 
TTnitd States, where he thinks the Mississippi 
River begins. 

She then asks who would like to be the Missouri 
River, choosing one, who takes his place at the 
source of the Missouri River. 

Then she chooses one to be the Ohio River, one 
to be the Illinois River, and so on, each taking 
his place as he is chosen. 

Teacher reminds the children that the region 
through which these rivers run is called the Mis¬ 
sissippi Valley, that all the other rivers are trib¬ 
utaries of the Mississippi River, and that their 
waters run together into the Gulf of Mexico. 

When everybody is in place she talks a little 
bit about the country and what advantage the 
rivers are to it, the general slope of the land, the 
direction of the rivers, why they run that way, 
and anything else of interest of which they have 
been studying. 

When everything is ready the teacher taps the 
38 


bell. At that signal all the rivers start “ run¬ 
ning.” 

They run slowly along the lines that would be 
followed by the rivers on the maps. When two 
of them come together they join hands and run 
on till they meet another, all finally running into 
the Mississippi and all running together into the 
Gulf of Mexico. 

Here they all stand still for a minute. 

Teacher talks a little about what becomes of the 
water which goes into the oceans, gulfs, etc., bring¬ 
ing out the thought that all the water rises as 
mist to fall again as rain. 

Then she asks the class at their seats to close 
their eyes, the children who are representing the 
water tip-toe quietly to their places, and take 
seats without any noise. 

Class are then told to open their eyes. 

Teacher asks what has become of the water, 
and by questioning them elicits the answer that 
it has probably come back to the place from which 
it started through rising as mist and falling as 
rain. 

This can be applied to any other river system, 
as, the Pacific, the Atlantic, the Amazon, etc. 

This may be profitably'played out of doors for 
manifest reasons. 

NOTES 


39 


RIVERS 

John comes forward and takes charge of the 
game. i , d 

John chooses five others who stand for the five 
continents, as, Mary for North America, Tom for 
South America, etc. 

These five stand along the front board and each 
writes the name of the continent for which he 
stands above him high on the board. 

Then the first one, Mary, asks who will name 
a river of North America. 

Children who can do this raise their hands. 

John chooses one, as Ben. 

Mary asks Ben, “Name one river of North 
America. ’ ’ 

Ben names a river, as the Mississippi River. 

If Ben has answered correctly, Mary writes 
“Mississippi River” with “Ben” after it, under 
“North America.” 

Then John calls for one who can name a river 
of South America. 

Children raise hands and John chooses one who 
names a river, as Amazon River. 

Tom, who has charge of South America, writes 
this river and the name of the one who gave it 
in his list. 

In this way John gives each of the five a 
chance. 

He then begins with Mary and goes over the 
list again and again. 


40 


If any child called upon does not answer cor¬ 
rectly then that continent has lost its chance and 
John calls one for the next continent. 

The fun is to see which continent has the most 
rivers when the game is done. 

When the teacher wishes to close the game she 
counts the rivers in each list and writes the num¬ 
ber above the name of the continent, as North 
America, that has the longest list. 

Then the children in concert say several times, 
“Hurrah, hurrah, for North America!” or what¬ 
ever continent has the most rivers. 

NOTES 


41 


RIVERS 

Teacher calls several children—five or six—to 
the front of the room. 

Children take hold of hands, forming part of a 
circle and standing around one of the front cor¬ 
ners of the room, shutting off that corner and en¬ 
closing a large space. 

Teacher directs children’s attention to this 
space, calling it some body of water, as the At¬ 
lantic Ocean. 

Then she asks who knows some river flowing 
into the Atlantic Ocean. 

Children raise their hands. 

Teacher chooses one, as Helen, and says, “ Helen, 
do you know any river that flows into the Atlantic 
Ocean 0 ?” 

Helen names some river, as the St. Lawrence 
River, saying, “Yes, I am the St. Lawrence River, 
and I flow into the Atlantic Ocean.” 

Teacher asks a number of questions about the 
St. Lawrence River, as, “Where is it? Through 
what county does it flow? Through what kind of 
a country does it run? In what direction does it 
run?” and so on. 

If Helen answers correctly the teacher says, 
“I should like to see the St. Lawrence River run¬ 
ning into the Atlantic Ocean.” 

Helen then goes to the back of the room so as 
to have a long run, saying as she goes, “Well, I’ll 
show you,” and runs to the inclosed corner. 

Children unclasp hands and let her in. 

Teacher says, “Oh, now I see the St. Lawrence 

42 


River running into the Atlantic Ocean. Is there 
any other river running into the Atlantic Ocean 

Children raise hands. 

Teacher chooses another child, as Fred, who is 
another river, as the Potomac River. 

Teacher asks questions about this river. Fred 
answers and finally shows it running into the At¬ 
lantic Ocean, and so on. 

In this way she lets all the important rivers of 
the Atlantic Slope run into the Atlantic Ocean . 

When teacher wishes to close the game, she 
says, “Well, I have seen these rivers running into 
the Atlantic Ocean, and as soon as they get into 
the ocean their waters all mingle (at this the chil¬ 
dren who have been the rivers all run around to¬ 
gether), proving that our watere are all one,’* etc. 

NOTES 


43 


MOUNTAINS 

John comes forward and goes into hall for a 
moment, comes in with his hat on, with coat 
thrown over his shoulder, and with the air of 
being ready for a journey. 

He comes before class and announces, “I have 
been working quite steadily for a long time and 
think I should enjoy a long vacation. Since I have 
my own airship I think I’d like to take a trip to 
some mountains. Who can tell me of some moun¬ 
tains where it would be good to go?” 

Children raise their hands. 

Teacher chooses one, as Tom, who names some 
mountains, as, “You can go to the Rocky Moun¬ 
tains.” 

John asks, “Where are the Rocky Mountain?” 

Tom answers, “The Rocky Mountains are in 
the western part of the United States.” 

John then asks several questions about the 
Rocky Mountains, as, “Are they a very long range 
of mountains? Are they very high? Why are 
they called ‘Rocky Mountains’? What kind of 
minerals are found in them?” He will readily 
think of a number of questions. 

John decides he will make a trip to the Rocky 
Mountains, and if Tom has answered readily in¬ 
vites him to take a trip with him in his airship 
to these mountans. 

Then John goes sailing around the room, spread¬ 
ing his arms for wings, with Tom beside him. 

They come back to the front of the room and 
play they have reached the Rocky Mountains. 

44 


John surveys the country and decides he wants 
to see some other mountains before making his 
decision. 

Then he turns to the class and asks for some 
other mountains. 

From those who raise their hands he chooses 
another, as Ned, who names some other mountains, 
as the Alps. 

John then asks Ned a number of questions, as, 
“Where are the Alps?” etc. 

If Ned answers readily, John invites him to 
take a trip to the Alps, with him and Tom. 

When teacher wishes game to close she notifies 
John, who stands in front with Tom, Ned, and 
all of his other guests, and goes over the advan¬ 
tages of all the mountains visited, and so decides 
where to spend his vacation. 

NOTES 


45 


MOUNTAINS 

This game can be ployed most profitably and 
most naturally the last thing in the day when the 
children are through with their work and are just 
ready to go home, and especially the last thing 
Friday afternoon. 

The teacher stands before the class and makes 
some such statement as this: “This is the last of 
the week and next week is vacation. I think it 
would be nice for us to make arrangements to 
spend it at some pleasant place. How many would 
like a trip to the mountains? Of course, we can 
go in our own air-ship, so we can go to any 
mountains, no matter how far away they are.” 

Children raise their hands. 

Teacher says, “Who can think of some moun¬ 
tains where it would be pleasant to go?” 

Children decide on some mountains and then 
raise their hands. 

Teacher chooses some child, as John. 

John comes forward and teacher says, “To what 
mountains should you like to go?” 

John answers, naming some mountains, as the 
Rocky Mountains. 

Teacher says, “Well, we should all like to know 
something about the Rocky Mountains before we 
decide. Who wants to ask John something about 
them?” 

Children raise hands, and class, one after an¬ 
other, chosen by teacher, ask John many ques¬ 
tions, as, “Where are the Rocky Mountains? In 
what directions do they extend? How high are 

46 


i 


they? What water is nearest them? What min¬ 
erals may be found in them? How do you get 
across them?” and many other questions of which 
they will think. 

If John can not answer any question readily, 
teacher will help him a little until she thinks 
enough has been said about the Rocky Mountains, 
when she will say that she thinks they had better 
hear about some other mountains before making 
their decision. 

She tells John that while they are hearing about 
the other mountains he may go to the board and 
write a list of the things he thinks they should 
take along to eat. 

John goes to the board and writes at the top 
of the board, “Rocky Mountains,” and beneath 
it his list of things to eat. 

Teacher then asks who else thinks of some 
mountains where they could go. 

Children raise hands and teacher chooses one 
as Kate, w T ho names some mountains, as the Alps. 

Then Kate comes forward and the class ques¬ 
tion her as they did John. 

When the teacher thinks they have asked enough 
she sends her to the front board, where Kate 
writes “Alps Mountains” at the top and her list 
below. 

Then teacher asks for other mountains, and so 
on. 

When the time is about gone the teacher says 
something of this kind, “Well, I think we had 
better take a vote on the matter and see which 
place will be the best for us.” 

47 


Then she asks how many would rather go to 
the Rocky Mountains. 

Children vote by raising their hands. 

John counts the votes and puts the number on 
the board hv his list of foods and “ Rocky Moun¬ 
tains/’ 

Teacher asks for a vote on next one. 

Kate counts votes and puts number on board 
by her list and so on, till all have been voted on. 

Then teacher announces the result of the votes 
as, u Well, it seems that most of us are in favor 
of the Rocky Mountains, so John will get the pro¬ 
visions ready, and now we will all go home, make 
our preparations and meet tomorrow morning at 
the depot ready to start at 8 o’clock on our trip.” 

Then without anything more they are dismissed 
as if really going home to get ready for the jour- 
nev. 

NOTES 


48 


NOTES 


49 


MOUNTAIN PEAKS 

Teacher asks who would like to take a trip to 
the Rocky Mountains. 

From those who raise their hands she chooses a 
number who come to the front and stand beside 
her desk. 

Then she asks who thinks he could be a guide to 
those on this trip. 

From those who raise their hands she chooses 
one, as John, who comes and stands with those 
who are to make the trip. 

Then she picks out several of the tallest children 
in the class and sends them to a part of the room 
by themselves. 

Next she calls the rest of the class to the front 
and arranges them in a long line across the front 
of the room to represent the Rocky Mountains. 

Then she has a whispered consultation with the 
tall ones and the guide, arranging the tall ones 
as the mountain peaks at their proper places in 
the mountain range. 

When these arrangements are all made the tour¬ 
ing party with John as their guide starts along the 
mountains, different members of the party asking 
questions about the country as they go along, John 
answering as the ; party moves slowly on as if 
taking a survey of the country. 

When they, come to the first mountain peak they 
comment on it enthusiastically, admiring it and 
asking the guide what peak it is, etc. 

John answers, giving all the information he can 
about it and then they go on till they come to 

50 


the next one, which they admire and which John 
names, and so on till they have visited all the 
peaks. 

Then some member of the party says to John, 
“Well, now you’ll have to show us the way back,” 
so they start back, stopping and remarking at 
each peak again, till they get back to the starting 
point, when the party breaks up, they tell each 
other “Good-bye,” thank John for his guidance, 
and return to their seats. They play they have 
just got home, that it is night, and they are ready 
to go to sleep. They shut their eyes as if going 
to sleep. 

The “mountains” and “peaks” tip-toe to their 
seats. The teacher announces that it is morning 
and time for everybody to wake up. 

They open their eyes, look around, act as if 
lust waking, and say, “My, what a fine trip we 
had, but here we are at home and not a mountain 
peak to be seen anywhere,” etc. 

NOTES 


51 


COUNTRIES AND CAPITALS 

Mary comes forward, stands before class, and 
says, “I am Brazil,” or some other country of 
South America. 

Teacher writes on board behind Mary, “Rio de 
Janeiro, capital of Brazil,” and beside it the name 
of some child in his seat, as John. 

Then the class say in concert five times, “Rio 
de Janeiro,” while John sa}^s, “I am Rio de 
Janeiro, the capital of Brazil.” 

When the class has repeated the word five times, 
then Mary has a chance to determine which one 
of the class was repeating the whole sentence. 

Mary may have five chances. If she decides 
correctly, she may choose some other country as 
Ecuador, and say, “I am Ecuador.” 

The teacher writes on the board behind Mary, 
“Quito, the capital of Ecuador,” and beside it the 
name of some other child from the class, as Tom. 

The class then repeats as before the name of 
the capital, while Tom says the whole sentence, 
“I am Quito, the capital of Ecuador.” 

Mary has five chances again to determine who 
was repeating the whole sentence. 

If she is successful she continues till the teacher 
wishes to close the game. If not, she is seated, 
another takes her place, and the game goes on. 

This game may be used with the United States, 
Europe, etc. 

There should be much drill on the correct pro- 
52 


nunciation of names, especially of foregin coun¬ 
tries and their capitals. 

There cannot be too many ways of securing 
this. 

This game will furnish opportunity for much 
of this necessary drill. 

NOTES 


53 


NAMES OF STATES 

And Their Locations 

John comes forward and is the captain of an 
airship. 

He announces that he is going on a long trip 
and can take a number with him. 

He then asks how many would like to go with 
him, saving he is going through some state, as 
Missouri, and can stop at several cities. 

From those who raise their hands he chooses 
one, as Tom, and says, “Tom, where do you want 
to go?” 

Tom names some city, as St. Louis. 

If Tom has named a city of Missouri, John says, 
“In what part of the state is it?” 

If Tom answers correctly he stands with John 
ready for the trip. 

John then says he is going through some other 
state, and asks who would like to go with him 
there. 

Children raise their hands, and John chooses 
some one, saying, ‘ ‘ Where do you want to go ? ” 

When teacher wishes the game to end she notifies 
John who starts the airship—starts himself and 
the other children down the aisle—drops them 
off and leaves them to go back to their seats, and 
then returns to his own seat. 


54 


































































NOTES 







































































































STATES 

Their Location and Relation to Each Other 

The teacher passes to the class small pieces of 
paper with the name of some state written on 
each. 

John, some child who can take charge, comes 
forward and is the United States—Uncle Sam. 

The teacher makes quickly a large, rough out¬ 
line of the United States on the front board. 

Uncle Sam says, “I am going to need the help 
of a number of the states to furnish soldiers to 
protect the country. Who is ready to help mef’ 

Children raise their hands. 

Uncle Sam chooses some state, as Massachu¬ 
setts, saying, “I think I’ll take Massachusetts.” 

The child having Massachusetts comes forward 
and puts a cross on the map where he thinks 
Massachusetts should be. 

If he is correct he stands with Uncle Sam. If 
not, he returns to his seat. 

Uncle Sam then asks for another state, as New 
York. The child having New York comes for¬ 
ward and puts a cross where he thinks New York 
should be, and so on. 

When the teacher wishes the game to close, she 
signals to John, who forms his soldiers into a 
double line and marches them around the room, 
himself at the head. When they reach the front 
of the room, he breaks up his army and they re¬ 
turn to their seats. 

It will be well to have some kind of a paper hat 
for Uncle Sam, and some bits of paper or cards 

56 


with the names of the states on them ready for 
use as it will be profitable to play this game 
often. 

NOTES 


57 


RELATION OF STATES TO EACH OTHER 

Teacher calls forward some child, as John, who, 
after consulting with the teacher, announces what 
state he is, as, “I am Indiana.” 

He takes his place near the open space in the 
front of the room, and then says, “I should like 
to have my neighbors with me. Who is my neigh¬ 
bor on the south 0 ?” 

Children raise hands. 

John chooses one, as Ben, and says, “Ben, who 
is my neighbor on the south?” 

Ben answers, “Kentucky.” 

If Ben has answered correctly John says, “You 
may come and be with me.” 

Ben comes forward and stands south of John. 

John then says, “1 should like to have some 
other neighbor,” as the one on the north. “Who 
knows who it is?” 

Children raise hands. 

John chooses one, as Ned. 

John asks, “Ned, who is my neighbor on the 
north?” 

Ned answers, as, “Michigan.” 

If his answer is correct, John says, “You may 
come and be with me.” 

Ned comes forward and takes his place north of 
John. 

Then John decides what neighbor he wants next, 
as the one on the west, choosing from those who 
raise their hands one to be Illinois. 

And so the game goes on till Indiana has his 
neighbors on all four sides. 

58 


Then each of the states chosen may choose a 
neighbor and so on. 

When the teacher wishes the game to end she 
notiiies John, who raises his flag and says, “I 
think we are one.” 

Children salute flag and march to seats. 

(At the beginning of this game, as John comes 
forward, he takes with him the flag, which he 
keeps standing beside him.) 

NOTES 


59 


LOCATIONS OF STATES AND RIVERS IN 
UNITED STATES 

When the class has worked with the United 
States till they can locate the states and rivers 
readily they may play this game. 

Allow each member of the class to decide what 
state he wishes to be, beginning with the first one 
in the first line. 

Wlren each has made his choice, let John come 
forward and be Uncle Sam. 

Then designate the portion of the front of the 
room—as large as possible—that is to be the 
United States. 

Have John call for the states one at a time, and 
as he calls have that one come forward and take 
his place in the front of the room in that part 
designated as the United States. 

The children representing the states should 
stand as far apart as the space will permit. 

Then let John choose from the children still at 
their seats another child, as Kate, who comes for¬ 
ward and is the Mississippi River. 

At a signal from John let the Mississippi River 
start at the northern boundary of the United 
States and run slowly to the southern boundary, 
naming each state she touches as she goes by. 

Then let her go around the room, getting back 
to the northern boundary and running down again, 
doing this a number of times till teacher wishes 
her to stop, when she notifies John. 

Have J ohn call another child from his seat, who 
is the Gulf of Mexico, and when Kate reaches the 

60 


southern extreme of the United States again, let 
him stand in her way, saying, “I am the Gulf of 
Mexico,” and so stop her. 

If Kate has made a success of being the Mis¬ 
sissippi River she may be another river, as, the 
Columbia, the Colorado, or the Missouri, etc., each 
being stopped in the proper way. 

If Kate is not successful she may take her seat 
and John choose another to take her place. 

This game can be played best where there is 
large unoccupied space, in the plav-room or in the 
yard. 

If there are not enough children for all the 
states, the different groups of states may be used 
instead. 

NOTES 


61 


SOME LEADING FACTS ABOUT EACH 
COUNTRY 


John comes forward and whispers to teacher 
what country he wishes to be, also some interest¬ 
ing fact about that country, as, “ I am the United 
States, the very best country in the world.’’ 

He turns to the class and says, “I am the very 
best country in the world—what is my name?” 

Children raise their hands. 

Teacher chooses one, as Tom. 

Tom answers, as, ‘‘The United States is the 
best country in the world.” 

If Tom has answered correctly, he decides what 
country he will be—comes forward to teacher and 
whispers its name and something interesting about 
it, as, “I am Holland, a country of gardens.” 

Then he turns to the class and says, “I am a 
country of wind-mills, what is my name?” 

Children raise their hands, teacher chooses one, 
and so the game goes on. 

At the beginning of this game the teacher desig¬ 
nates one place where all the countries belonging 
to the eastern hemisphere shall stand, and another 
where those belonging to the western hemisphere 
shall stand, and each child as his name is called 
takes his place in the hemisphere in which he be¬ 
longs. 

The fun in this game is to see which hemisphere 
becomes full first. 

Some countries of which they will readily think 
are: France, largest vineyards; Switzerland, most 

62 


beautiful scenery; Egypt, oldest country; Russia, 
largest country: England, many possessions, etc. 

NOTES 


63 


SPECIAL FEATURES 

Of Different States and Countries 

Mary comes forward, stands before class and 
makes some statement, as, “I am the country 
tliat has the best government in the world. What 
is my name and wliat is my government V 9 

Children raise their hands. 

Mary chooses one, as Ned, who answers, as, 
u The United States is the best country in the 
world and it is a republic.” 

If Ned has answered correctly he comes for¬ 
ward, stands beside Mary, and makes a state¬ 
ment about himself, as, “I am the country that 
has the largest city in the world. What is my 
name and what is my city*?” 

From those who raise their hands he chooses 
one, as Kate, who answers, as, “ England has the 
largest city in the world and its name is London. ’ ’ 

If Kate has answered correctly she comes for¬ 
ward, is some country, and so on. 

In this game may be used largest cities, longest 
or widest rivers, products, occupations, govern¬ 
ments, or anything else of interest that they have 
been studying. 

It may be used with the states in the United 
States, the countries of Europe, of South America, 
or of other parts of the world. 


64 



























STATES AND CAPITALS 

Children stand on each side of room in rows 
as for a spelling match. 

Teacher names state, as Connecticut, and first 
child in one line names its capital. 

If he can not do it, it passes to first child in 
other line—the one who failed taking his place at 
end of line. 

If this second one fails, it passes back to second 
one in first line, each who fails taking his place 
at end of line. 

It will be interesting to have the girls one one 
side and the boys on the other sometimes. 

Other times they may have their places by 
“choosing up.” 

At other times the child who names the place 
correctly may choose one from the other side to 
stand on his side. 

This may also be used with rivers, mountains, 
chief cities, etc. 


66 

















































CAPITALS OF STATES 

Large map of United States is displayed in front 
of room. 

Mary stands with face in front corner. 

Teacher points to different states on map, say¬ 
ing, “Who will take this state?” 

As each child decides which state he will take 
the teacher writes on the board the name of the 
capital of that state and after it the name of the 
child, to be sure that no mistake is made. 

When all the capitals have been written with 
the names, some child, as Ned, goes up to Mary, 
touches her, and gives the capital of the state he 
has chosen, as, “My capital is Albany, what is my 
name?” 

Mary answers, naming the state, as, “Albany 
is the capital of New York.” 

If Mary has answered correctly, teacher chooses 
another child, as Tom, who comes forward to 
Mary, gives the capital of some other state, as, 
“My capital is Frankfort, what is my name?” 

Mary answers again, as, “Frankfort is the 
capital of Kentucky.” 

And so the game goes on till teacher wishes to 
close the game, when she says. “Well, it seems 
that we can’t catch Mary—we’ll have to nut her 
name up hi eh on the board with a star after it,” 
nutting up Mary’s name with a star beside it. 





N ()TES 






























CAPITALS OF UNITED STATES 

Teacher places on her desk small box—chalk 
box will answer. 

Mary comes forward and is the post-mistress, 
standing beside the box. 

John then comes forward and puts over his 
shoulder a bag for the postman’s bag, as John is 
to be the postman. This may be played frequent¬ 
ly with profit and it may be well to have on hand 
some little bag especially for it. 

The teacher passes to class pieces of paper the 
shape and size of envelope. 

The children play these are envelopes and that 
there are letters inside of them, which they have 
written and which are to be sent away to friends. 

Each child chooses some other child in the class 
to whom he is to send his letter, also the capital 
of some state as the place in which this friend 
lives and to which the letter is to be sent. 

They are given a moment in which to make their 
choice, and then they direct their letters. 

John, the postman, comes around and collects 
the mail. 

He delivers it at the post-office and puts it in 
the box. 

When his bag is emptied he goes out of the 
room for a moment, then comes in and takes his 
seat. 

When John is seated, Mary, the post-mistress, 
takes the letters from the box, reading the name 
and address on each, as, “Kate Brown, Sacra¬ 
mento, California.” 


70 


As her name is called Kate Brown comes for¬ 
ward and gets her letter. 

Mary goes on reading the names and addresses, 
each child coming for his letter as his name is 
called. 

When all the letters have been disposed of Mary 
announces that it is time to close the office, makes 
some arrangements on teacher’s desk as if getting 
things in order, and takes her seat. 

This game may be played using the metropolis 
of each state, the capitals or largest cities of the 
countries of Europe, South America, etc. 

NOTES 


71 


NAMES OF STATES AND CAPITALS 

Teach stands before class and announces, “I am 
looking for a good geography teacher. Is there 
any one here who could teach me geography?” 

Children raise hands. 

Teacher chooses one, as John, saying, “Have 
you had experience in teaching geography?” etc., 
asking her questions in a business-like way as if 
looking for a teacher. 

John answers, saying all he can in praise of his 
knowledge. 

Teacher says, “Well, I think I’ll try you and 
if you can do the work I’ll engage you.” 

John stands, teacher names states and John 
names capitals. 

If John names capitals readily, teacher says, 
after he has named a number, “Well, I think I’ll 
try you.” 

John comes forward and is the “teacher”—the 
teacher being his student. 

John sits on front seat and plays he is teacher 
while teacher stands at board and plays she is a 
pupil, as Kate, and John is Mr. Smith. 

Kate says, “Well, Mr. Smith, what shall I do?” 

Mr. Smith says, “You may write the names of 
the states and their capitals.” 

Kate asks which she shall put first, state or 
capital, where she shall begin and a number of 
other questions, pretending she does not know 
what to do. 

Mr. Smith goes to the board and explains to Kate 
as if he were the teacher. 


Then he gives her the name of some state, as 
California. Kate plays this is her first lesson and 
the “teacher” has to tell her how to spell it. 

Kate writes it on the board and the “ teacher ” 
asks her for the capital. 

Kate has to be helped with this and with the 
spelling and so they go on as long as John makes 
no mistake. 

If he fails at any point Kate decides she must 
try another teacher. 

She asks for some one, children raise their 
hands, and she chooses a teacher. 

This teacher goes on with states, capitals, etc.* 

When the teacher wishes to close the game she 
decides it is time for lunch, tells teacher “ good¬ 
bye,” and he leaves, going into the hall for a min¬ 
ute as if leaving for home, and then coming in and 
taking his seat. 


NOTES 



73 


STATES AND CAPITALS 

Or Largest Cities 

Cards having names of states should be passed 
to one class and cards having names of capitals 
to the other. 

Teacher calls forward one child, as Mary. 

Mary announces that she is some state, as Cali¬ 
fornia, saying, “I want my capital with me.” 

. Then the child who has Sacramento, comes and 
stands beside Mary and says, “I am Sacramento.” 

If the child having Sacramento does not do this 
readily, the teacher waits a minute, then says to 
the class, “What is the capital of California?” 

The class answer in concert and the child who 
has it comes and stands beside Mary. 

The teacher then calls another child, as Ben, 
who comes forward and gives the name of the state 
for which he stands, as, “I am Ohio, and I want 
my capital with me.” 

The child who has the card with Columbus on 
it comes and stands with Ben, and so on. 

When the teacher wishes to close the game she 
allows the states each to lead his capital to his 
seat and then take his own seat. This game may 
be used with states and their largest cities or larg¬ 
est rivers. This game affords an opportunity to 
teach graceful action and courteous manners. 


74 


NOTES 


SEAPORTS IN UNITED STATES 

New York Portland 

New Orleans San Francisco 

Four children, chosen by the teacher, take their 
places at the extremes of the room and represent 
the four chief seaports of the United States, New 
York, New Orleans, San Francisco and Portland. 

The parts of the room, also outlined by the 
teacher, represent the four chief agricultural dis¬ 
tricts of the United States. 

Each child in that section is a farmer, rancher, 
etc., and produces some product as he may de¬ 
cide. 

Then each producer decides where his product 
should be sent for market. 

The teacher has a depot and an agent at her 
desk. 

When each has made his choice then each is 
allowed in turn to come to the depot and arrange 
with the agent about shipping his goods. 

The agent should be some child who can think 
for himself and be original in' making arrange¬ 
ments. He must talk things over with the pro¬ 
ducers and give reasons—as many as possible— 
why one seaport is better than another for that 
particular product. 

Each child in the room will have decided what 
he is going to raise. 

When the producer who has been talking with 
the agent, comes back to his seat—his section of 
the country—he announces what will be his sea¬ 
port. 


76 


Then the agent allows each child in that section 
to tell what his product is and why he will use 
the same seaport. Then each one in this section 
is allowed to go to the seaport named and talk 
over his business with that agent. 

Then one from another section chooses his sea¬ 
port, and goes to that seaport, naming it and hav¬ 
ing a talk with the agent, telling what his product 
is and why it should be sent to that seaport. 

When he has finished his talk he goes back to 
his section and allows each child in that section 
to name his product and tell why it should be sent 
to the same seaport, and so on. 

In this way the products of each section will be 
named and the reasons given—why some particu¬ 
lar seaport is of special advantage to that sec¬ 
tion. 

When teacher wishes to close the game, she 
says, “Well, prices are good, everything looks 
promising, let’s all go to work and get our goods 
ready for market.” At this the children all settle 
down to their work as if getting ready to market 
their goods. 


CAPITALS, LARGEST CITIES, RIVERS, 
PRODUCTS, ETC. 

Mary comes forward and says, “I am California 
and 1 want with me all that belongs to me. Who 
can name one of my cities?” 

The children who can name some city in Cali¬ 
fornia raise their hands. 

Mary chooses one who answers some California 
city, as San Francisco. 

If he answers correctly he comes and stands 
with Mary. 

Mary calls for another and another city, till she 
has all the principal cities in California. 

Then she asks for rivers, mountains, lakes, 
products, etc., allowing them all to come and 
stand with her. 

When the teacher thinks enough has been said 
about California, another child may come forward 
and be some other state, as Kansas, standing at 
a right distance and in a right direction from 
California, and calling all his interests around 
him. and so on as long as there is time. 

The fun in this game is to see how quickly each 
state can think of a number of things to call for. 


78 



















NOTES 





































IMPORTANT CITIES OF EUROPE 

John comes forward and announces that he is 
starting on a trip to Europe, and asks who can 
tell him some important cities to visit. 

John chooses one from among those who raise 
their hands, as Tom, and asks, “Tom, where shall 
I go?” 

Tom answers, naming some city, as London. 

John asks, “Why should I see London?” 

Tom answers, “Because it is the largest city in 
the world.” 

If Tom has answered correctly, John asks for 
another place of interest that he can visit. 

Tom answers again, naming some city, as Genoa. 

John asks as before, “Why should I see 
Genoa?” 

Tom answers, “Because Columbus was born in 
Genoa.” 

In this way they go on, Tom naming two places 
that are of especial interest. 

Then John says, “You have a very good knowl¬ 
edge of Europe. You may come and go with 
me.” 

Tom comes forward and stands with John. 

John asks again, “What other places of interest 
can I find in Europe?” 

He chooses from those who raise their hands 
one, as Nell. 

Nell answers, naming some important place. 

Nell has two chances, when, if she has made no 
mistake, she may come and stand with John. 

When the teacher wishes the game to close, she 

80 


notifies John, as, “Mr. Smith, your boat is ready 
to sail.” 

John, Mr. Smith, announces that it is time to 
start. 

He and his companions bid the rest of the class 
“good-bye,” start for the wharf, and so return 
to their seats. 

This game may be played with any other con¬ 
tinent or with any country. 

NOTES 


81 


RACES 


Teacher places in front of room a box or low 
chair—kindergarten chair—or something low on 
which a child can stand. 

Then she gets all the flags she can find—a num¬ 
ber of small flags and two or three larger ones. 

When these arrangements are made she calls 
forward some boy, as John. 

Placing John on the little elevation, she quickly 
dresses him up to represent Uncle Sam. This she 
can do by putting a high cap on his head—a cap 
made by folding a newspaper will answer—wrap¬ 
ping around him in some way one of the larger 
flags, and giving him a flag to hold. 

Then she says to the class, “This is Uncle Sam 
and today is his birthday—the 4th of July—a day 
that is celebrated all over his country, the United 
States. Of course, Uncle Sam is willing for peo¬ 
ple from all over the world to come in and be at 
home as long as they do the right thing and respect 
his flag.” 

Then turning to John she says, “Now, Uncle 
Sam, you have the field.” 

Uncle Sam then says: “Is there anyone here 
from any foreign country who would like to come 
in and share the freedom of my peopled” 

Children raise their hands. 

John chooses one, as Tom. 

Tom stands at his seat and John asks him a 
few questions, ending with these: “From what 
country are you?” and “To what race do you be¬ 
long?” 


Tom answers, as, “I am from Africa, and I be¬ 
long to the black race.” 

If Tom’s answer has been correct, John says, 
“Very well, you may live in my country.” 

Tom comes forward, salutes the flag, and stands 
by John, receiving a small flag from Uncle Sam, 
which he holds with respect. 

Then John asks again who would like to make 
his home here. 

Children raise their hands and John chooses 
another child, as Nell. 

Nell stands and John questions her, finally ask¬ 
ing from what continent she comes, and her race. 

Nell answers, as, “I am from Asia and I am 
a Chinaman, belonging to the yellow race,” etc. 

If Nell has answered correctly she comes for¬ 
ward, salutes the flag, and has a flag delivered to 
her, which she holds, standing with Tom near 
John. 

Then John chooses another and another and so 
the game- goes on. 

There may be a number from the same race and 
the teacher will have to be watchful that no race 
is omitted. 

When teacher wishes to close game she notifies 
John in some way. 

John says, “W^ell, this is my birthday, the 4th 
of July, and I should like to know how many of 
you are really my friends and how many of you 
I can always depend on. I want you all to have 
as many privileges as possible, but I want to be 
sure that you all know your duties to me as well,” 
etc., etc. 


83 


John will say all he can think of about the need 
of unity, and of loyalty. 

Then they all gather around John, wave their 
flags, and shout, “Long live Uncle Sam! Long live 
Uncle Sam!” and then taking hold of hands and 
forming a circle, march around John, singing 
“ America.” 

At this the class—those in their seats—stand 
and poin in the singing. 

As the song is finished the children turn their 
flags over to J ohn, who gives them to the teacher 
and all march out into the hall. 

(This should be played just before recess, or 
at the close of school.) 

NOTES 


84 





NOTES 




























i 






‘ 





















































































































85 

































OCCUPATIONS 

John comes forward and is an engine. 

Tom comes and is the engineer managing the 
engine. 

Ned comes and is the conductor managing the 
cars and passengers. 

The engine goes “Puff, puff,” a little way, man¬ 
aged by the engineer, followed by the conductor 
playing he is looking after a number of cars. 

The engineer pulls up at some station and stops, 
the conductor calling out the name of the station. 

A number of children chosen by the teacher 
come forward and board the train. 

The train puffs on for a little distance and pulls 
up at another station, the conductor calls out the 
station, unloads his passengers, and the train 
moves on leaving the passengers behind. 

Passengers gather together as at the depot and 
begin to talk things over as if a crowd, waiting 
for the train. 

Ben talks, telling something about his location 
and business, as, “I am from the North Atlantic 
States, and I am a manufacturer. I manufacture 
shoes,” etc. 

Harry says, “I am a miner from Pennsylvania, 
and I mine iron,” etc. 

Mary says, “I am a farmer from Ohio and I 
raise corn, wheat,” etc. 

Helen says, “I am a planter from Mississippi 
and I raise cotton,” etc. 

Kate says, “I am a fruit grower from California 
and I raise oranges, lemons,” etc. 

86 


If any of these producers names a place, and in 
naming a product of that place names something 
that is not produced there, those at their seats who 
can see the mistake raise their hands, teacher 
chooses one who answers and takes this one’s 
place. 

When teacher wishes to close the game she sig¬ 
nals to engineer, who has taken his train to the 
back of the room. 

He starts his train, comes to station, picks up 
passengers, goes on to another station, drops his 
passengers, and the train breaks up. 

NOTES 


87 


INDUSTRIES 

Teacher calls forward one child, as John, who 
has charge of the game. 

John asks where different kinds of farming or 
agricultural property can be had and who wishes 
to he a land agent. 

Children raise their hands. 

John chooses one, as Harry Brown, and says, 
“Mr. Brown, will you please come forward?” 

Harry comes and stands by John, and is a land 
agent. 

John then asks where different kinds of mining 
property may be found and who would like to be 
an agent for it. 

Children who know raise their hands. 

John chooses one who comes and stands in 
front, being an agent for mining property. 

John then asks for some one who knows where 
different kinds of manufacturing property may 
be bought. 

Children raise hands and John chooses one 
again, as Ben Smith, who also comes forward and 
is an agent. 

Then John, turning to the class, asks who wants 
to buy some property. 

From those who raise their hands J ohn chooses 
one, as Tom Jones, and asks what kind of prop¬ 
erty he wishes to buy. 

Tom rises and states what kind of property he 
wants, as, “I wish to buy some agricultural prop¬ 
erty.” , 


88 


John directs him to Harry and says, “Mr. 
Brown will be able to help you to find some- 
thing.” d ; 

Tom asks Harry, “What kind of agricultural 
property can you find me?” 

Harry answers, naming different places, as, 
“There are large tracts of land good for corn and 
wheat in Illinois, Ohio, Missouri, Kansas, etc., 
also large orchards of apples, peaches, plums, etc. 
In California are large orange and lemon groves, 
vineyards, bean fields, walnuts groves, etc. In 
the southern states are grown oranges and sugar¬ 
cane. Florida is famous for its oranges and for 
its other fruits. Cotton, rice and various fruits 
are grown in all the southern states, and wheat 
and corn are raised in Texas.” 

Mr. Brown then sends his customer off to the 
depot (some place in the front of the room), to 
wait till time for the train to start. 

John asks again who would like to buy some 
property. 

Children raise hands and John chooses again, 
as Kate. 

Kate stands and John asks what kind of prop¬ 
erty she wishes to buy. She answers and John 
turns her over to the proper agent, who names the 
different places where he has that kind of prop¬ 
erty for sale, describing his property and saying 
all he can in praise of it. The agent for mining 
property will state that coal, iron, and other things 
may be had in Pennsylvania, oil in California, gold, 
silver, etc., all along the Rocky Mountains, jewels 
in Mexico, etc. 


89 


He will then ask Kate which property she 
wishes to see. 

Kate, Mrs. Green, answers, as, “I should like 
to visit the oil-fields.” 

The agent then sends her to the depot to wait 
for the train to start. 

John asks for another and another who wishes 
to buy something ,sending each to the proper 
agent, till the teacher wishes the game to stop, 
when she tells John that she thinks it is time for 
the train to start. Then John and all the agents 
go to the depot where the customers are waiting. 

John gets the train in order, starts it around 
the room, dropping each one off at his own seat. 

If the teacher sees that one agent is getting all 
the business, she will have to direct matters a 
little so that each will have a share in order to 
keep up the interest. 

NOTES 


90 


NOTES 


91 




PRODUCTS 


Teach has on hand a number of small paper 
bags or small bundles of paper to represent pack¬ 
ages. 

Two boys, John and Tom, come forward. John 
will be a fruit and vegetable peddler and Tom will 
be his horse. 

John has these bags or packages with him in 
some way. If there is any small cart or wagon 
attainable—some of the children will like to bring 
a small wagon if they know about it—he can have 
his goods in that. If not, he can have them in a 
bag over the horse’s shoulder. 

He has some kind of a string around the horse 
with which to drive him. 

When his preparations are all made, he drives 
his horse across the front of the room several 
times, then, stopping in front of the class, he an¬ 
nounces, “I am a fruit and vegetable peddler, and 
1 have the best goods from all over the world. 
Who wants to buy something?” 

Children raise hands. 

John chooses one, as Mary, and says, 4 ‘ Mary, 
what do you want to buy?” 

Mary answers, as, “I want to buy some bananas 
from Cuba.” 

If Mary has named a place where this product 
is raised, she comes forward and John gives her 
a package. 

Mary takes her seat and John asks again for 
one who wants to buy something. 

Children raise hands again. 


92 


John chooses one, as Ben, and asks him what 
he wants to buy. 

Ben answers, as, “I want to buy some coffee 
from Brazil.” 

If Ben has named a country in which coffee is 
raised, he comes forward and receives a package. 

John goes on asking for those who want some¬ 
thing till a number have bought. 

Then he says, 44 Well, I can’t sell anything more 
here—I must go on to the next street.” 

He starts his horse and goes around the room, 
calling out his goods and coming back to the 
front. 

Here he stops, and, as if on another street, calls 
out his goods. 

Children raise their hands and John chooses, 
allowing them to tell what they want, as before. 

Then he starts his horse and goes on to another 
street, and so on. 

When teacher wishes game to close she notifies 
John, who says, 44 Well, my goods are all sold,” 
drives around the room to the front again, says, 
44 Here we are at home,” unhitches his horse, puts 
him in the stable—his seat—and then takes his 
own seat. 

Teacher then says to class, 44 I think it would 
be well for all the fruit and vegetables to be put 
into the ice-box till morning.” 

Then, speaking to some child, as Nell, she says, 
* 4 Nell, what have you?” 

Nell answers, 44 i have some oranges from Cali¬ 
fornia, some figs from Egypt, some grapes from 
Germany,” etc. 


93 


She brings her goods forward to teacher. 

Teacher goes on asking till all the packages are 
collected. 

Then she puts them all away, making some re¬ 
marks, as, “Well, they will all keep well here and 
be ready for use in the morning.” 

NOTES 


94 



























NOTES 































































































































































































PRODUCTS 

Teacher has several little tables placed in front 
of room with chairs beside them. 

John comes forward, sits beside one table and is 
a wholesale grocer. Mary, sitting beside another 
table, is a wholesale drygoods merchant, and Tom 
at the third table is a wholesale dealer in minerals. 

Each child at his seat is to be a producer of 
something and they are given a moment to decide 
what their product will be. 

When the decision is made, the teacher calls 
some child, as Ruth, who comes forward and goes 
to the proper merchant with her goods. 

John, the merchant, says, “Where did you come 
from and what have you for sale?” 

Ruth answers, as, “I am from Ohio, and I have 
corn for sale.” 

If Ruth has named correctly a product of Ohio, 
she goes to the drygoods merchant and offers 
goods to her, as, “I have something to sell to you,” 
etc. 

Mary asks, “Where did you come from and 
what have you to sell?” 

Ruth answers, as, “I am from China and I have 
silk to sell.” 

If she has named a product of China, she may go 
to the mineral merchant, etc. 

Then if she is correct she may go to the grocer 
again and so on as long as she makes no mistake. 

If she does make a mistake the class—those who 
know—raise their hands. 

Teacher chooses one, who answers. 


96 


If he is correct he takes Ruth’s place and sells 
his goods. 

The fun is in seeing how long each can sell his 
goods without getting “caught.” 

NOTES 


97 


PRODUCTS 

John comes forward and is a custom-house offi¬ 
cer standing in front at some distance from the 
teacher’s desk. 

The teacher pins on him something—a bit of 
paper will answer—to show his authority. 

Then she says to the class, “How many of you 
people in South America have something produced 
in South America which you want to bring into 
the United States'?” 

Children raise their hands. 

Teacher chooses a number from class. 

Children chosen come forward and, standing 
about the teacher’s desk, each whispers, to the 
teacher the name of his product. 

When each has named his product the teacher 
says, “Well, here is a large number of people whit¬ 
ting to take goods into the United States. I won¬ 
der if there is any ship starting from there soon?” 

Children raise their hands. 

Teacher chooses one, as Tom, and says, “Tom, 
can you help us?” 

Tom answers, “Yes, my ship, the New York, is 
just ready to start for the United States. I can 
take all of you and your goods,” etc. 

Then Tom comes forward to where the group 
of children is standing, works for a minute as if 
getting his ship ready, then with his load of pas¬ 
sengers starts for the United States, and anchors 
his ship near John, the custom-house officer. 

Here Tom unloads his passengers and they go to 
the custom-house. 


98 


One at a time they present their goods to John, 
who eyes them critically with the air of an officer 
and decides they ma}^ be admitted. 

Each, after his talk with the officer, goes back 
to the ship. 

When all the goods have been accepted and all 
the passengers are back on the ship, Tom starts 
the ship and with the passengers steams over to 
the door, or the place from which they started, 
and unloads his passengers. 

Teacher says, 4 ‘Well, here we are in South 
America again, after our long trip to the United 
States. Now let’s get home as soon as we can and 
get some more of our goods ready.” 

Children take their seats as if getting home 
from a journey. 

NOTES 


99 


PRODUCTS 

John and Tom come forward. 

John is the engineer and Tom is the engine. 

John says, “I am going across the country to 
New York.” He then starts his engine and it goes 
“puff, puff,” across the front of the room. 

When it has gone a short distance John stops 
the engine. Turning to the class he says, “Here 
we are in Illinois,” or some other state of which 
they have been studying. “Who has something 
he wishes to ship to New York'?” 

The. children who think of something produced 
in Illinois raise their hands. 

John selects one and says, “Ben, what do you 
want to send from Illinois?” 

Ben answers, naming something produced in Il¬ 
linois, as, “I wish to ship a carload of corn to New 
York.” 

John says, “All right, bring your corn to the 
depot.” 

Ben comes forward, says, “Here is a carload of 
corn from Illinois,” and takes hold of Tom’s coat, 
attaching himself to the engine. 

John then asks if there is anyone else in Illinois 
who has something to ship. 

Children raise hands and John chooses as be¬ 
fore. 

He continues in this way till he has several car¬ 
loads of products from Illinois. Then he starts 
his engine and cars, the train moving on and the 
engine going, “puff, puff,” again. 

When the train has gone a little way he stops 


100 


the engine in some other state, as Mississippi. 

Here he asks for those who have something to 
ship and chooses them as before. 

In this way the train grows,, moving on from 
state to state. 

When the teacher wishes the game to close, she 
notifies John, who says, “Here we are in New 
York,” stops his engine, disconnects the cars, and 
so breaks up the train, sending each one to his 
seat. 

NOTES 


101 


PRODUCTS 

The teacher selects some one, as John, to he a 
wholesale merchant. 

John comes forward and says, “I am a whole¬ 
sale merchant and wish to form a wholesale com¬ 
pany.” 

He then chooses from the class a number of 
others—6 or 8—who are to form the company, 
John being President. 

Those named come forward and stand with 
John. 

John names some product, as coffee, saying, 
“We must have coffee, Tom,” speaking to a mem¬ 
ber of the company, “ where can we get the best 
coffee?” 

Tom answers, naming some country, as Brazil, 
saying, “I think we can get the best coffee in 
Brazil.” 

If Tom has answered correctly, John says, 
“Tom, you may purchase the coffee.” 

John then turns to another member of the com¬ 
pany, as Ben, and says, “Ben, where can we get 
the best oranges?” 

Ben answers, naming some place, as, “I think 
we can get the best oranges in California or 
Florida.” 

If Ben has answered correctly, John says, “Ben, 
you may purchase the oranges.” 

John continues asking where different products 
may be obtained, as, tea, rice, grapes, corn, cot¬ 
ton, gold, silver, furs, wool, etc., till all the mem- 

102 


bers of the company have been given some com¬ 
mission. 

If any member of the company is unable to 
answer, John turns to the class and repeats his 
question to them. 

Then he chooses one from among those who 
raise their hands. 

If this one answers correctly, he is allowed to 
become a member of the company and stand in 
front with the others. 

When every member of the company has been 
given his opportunity, then each member as named 
by John may choose another one from the class 
to become a member of the company, and these 
may, each in his turn, be given his commission. 

When the teacher wishes the game to close, she, 
by some signal, makes it known to John, who tells 
the members of the company that it is now time 
to go and make their purchases. 

The members then start on their commissions 
and so return to their seats. 

NOTES 


103 


FOODS 

Teach announces that as this is a very pleasant 
day she thinks it would be enjoyable to have a 
picnic somewhere. They talk over the different 
places, parks, etc., and decide on a place. 

The teacher then asks, “What is a most neces¬ 
sary thing at a picnic"?” 

The children wull at once decide it is the 
lunch. 

Then the next question will be what to have for 
the lunch and where to get it. 

Children are given a minute to think, then the 
teacher asks, “Who thinks of something good to 
have and knows where to get it?” 

Children raise their hands. 

Teacher chooses some child as Mary, and says, 
“Mary, w T hat can you bring and where will you 
get it?” 

Mary answers, as, “I can bring bananas and I 
will get them in Brazil.” 

If Mary has answered correctly she comes for¬ 
ward, writes “bananas” on the front board, and 
“from Brazil” after it. 

Then Mary stands in front of room by teacher’s 
desk, and helps her decide who shall be called on 
next. 

When they have decided, the teacher calls on 
another, as Dick, and says, “Dick, what can you 
bring and where can you get it?” 

Dick answers as, “I can bring oranges, and I 
will get them in California. ’ ’ 

Then Dick comes forward, writes “oranges” 

104 


and “California” under what Mary has written, 
and takes his place with the teacher and Mary. 

They go on in this way choosing others to bring 
more and more things for the lunch. 

When the teacher wishes to close the game she 
says to the children standing with her, “Well, the 
lunch is all ready and I think it is time to start.’’ 

Then they and the teacher wave a “good-bye” to 
those still at their seats, go out into the hall for 
a minute, and then come in and take their seats as 
if returning from a trip. 

NOTES 


105 


CLOTHING 


Teacher selects three children to be clothing 
merchants, and places them some distance apart in 
the front of the room. 

Then she announces that everybody is going to 
have a vacation now and she thinks it would be 
well for each one to take a trip somewhere. She 
asks each one to think where he would like to 
go and gives them a minute in which to make their 
decision. 

When they have decided she asks each child, 
beginning with Ben, the first child in the first 
row, where he wishes to go. 

Ben answers, as, “I think I’ll go to Green¬ 
land.” 

She directs him to one of the merchants, as 
John, saying , 6 1 Mr. Brown will be able to help you 
find what you need as he sells clothes suitable 
for cold climates.” 

Ben comes up to John, “Mr. Brown,” and asks 
him what he thinks will be correct clothing for 
a trip to Greenland. 

John answers, naming a number of things, as, 
“Well, I have caribou skins, seal skins and skins 
of other fur-bearing animals,” naming the things 
used as clothing in extreme northern latitudes. 

They talk it over for a minute and Ben makes 
his choice. 

Then the teacher says, designating some place 
in the back of the room, “There is a ship,” giving 
it some name, as the “Boston,” “ready to start 

106 


for the far north, and you may go on board that 
ship,” etc. 

Ben takes his place—goes on board that ship— 
ready for the trip. 

Then the teacher calls on the next child in the 
line, as Henry. 

This child announces his decision, naming the 
place to which he wishes to go, as, “I think I’ll 
go to England.” 

Teacher directs him-to another merchant, as 
Fred, saying, “Mr. Jones will be able to help 
you as he sells clothing suitable for temperate 
climates.” 

Henry goes to “Mr. Jones,” and talks over the 
matter—“Mr. Jones” naming and describing the 
kinds of clothing he has, as, “I can sell you woolen 
clothes, which you will need in the cooler parts 
of England or in winter. Then I can sell you 
cotton, silk, linen, etc., which will be useful at 
different times in almost any part of England,” 
etc. 

When Henry has made his decision about 
clothes, he goes to another part of the room desig¬ 
nated as another ship bound for temperate regions, 
etc. 

Then the teacher chooses another and another, 
some going to the torrid regions, and so buying 
clothing of the third merchant, suitable for very 
warm climates, and going on board the third ship 
bound for torrid regions. 

When teacher wishes to close the game she says, 
“Well, it is time for these ships to start. This 
ship,” naming the one bound for cold countries, 

107 


“is bound for Hammerfest,” or some other ex¬ 
treme northern port. “This one,” naming the one 
for temperate climates, “is hound for some city,” 
as London, “and the one for warmer regions is 
bound for some southern city,” as Cairo. 

Then the boats get ready to start—the boys who 
stand for the boats blow their whistles, puff their 
engines, and make some noises, as of boats start¬ 
ing their engines. 

As the teacher names the destination of each 
ship she designates the place—somewhere in the 
room—where that destination is located. 

Then the three ships, the three groups of chil¬ 
dren, start and march to their destinations. 

There each ship unloads its passengers—the 
groups break up—and the children return to their 
seats. 

NOTES 


108 


NOTES 






109 



MODES OF TRANSPORTATION 

Teacher calls John forward. 

John says, “I am driving an old-fashioned ox¬ 
cart and taking my goods to market in that. ’ He 
works at loading his cart for a while. 

Then teacher calls another, as Tom. 

Tom comes forward and stands near John. 

John stops loading his cart and looks at Tom in 
wonder for some time. Finally John says, “What 
are you and what are you doing'?” 

Tom says, “I am an engineer and I am running 
a stea mengine and cars.” 

He stops and loads his cars—John watching him 
all the while in wonder, and as he watches backing 
off slowly towards the door. 

Teacher calls forward another boy, as Ben. 

Ben comes and stands in front of class and says, 
“I am running an electric car,” and begins load¬ 
ing his car. 

By this time John, with his ox-cart, has got a 
long way off and is still moving backward, looking 
in astonishment at both the steam engine and the 
electric car. 

At the coming of the electric car the engineer 
stops his work and begins to back off toward the 
door looking in wonder at the newcomer. 

The man in charge of the electric car continues 
loading for a while. 

Then teacher calls anotherboy, as Dick, who 
comes forward, stands before class, waves his 
arms, and says, I am captain of an airship,” and 
begins loading his ship. 


110 


The electric car is now backing off with the 
others, all looking in wonder at this latest arrival. 

When he has loaded for a moment he suddenly 
spreads his wings—raises his arms—and starts off 
in the direction the others have taken, as if pursu¬ 
ing them. 

The others, turning their backs to him, run, each 
to his own seat as fast as they can, with Dick after 
them. 

When they have reached their seats, they get 
down each under his desk, as if to hide. 

Dick flaps his wings, goes back to the front of 
the room, looks arourd with the air of a victor, 
and says, “Well, where are they? I seem to have 
the field.” 

NOTES 


111 


TITLES OF RULERS 

John comes forward, stands before class and 
makes some statement, as “I am the United 
States. What is my chief officer called?” 

Children raise their hands. 

John chooses one, who answers, as, “The chief 
officer of the United States is the President.” 

If he has answered correctly he comes and 
stands with John. 

Then he announces that he is some country, 
as, “I am England. WTiat is my chief officer 
called?” 

Children raise hands again and he chooses one 
who answers, as, “The chief officer of England is 
the King.” 

If his answer is correct this one comes forward 
and announces what country he is, as, “I am 
Spain. WTiat is my chief officer called?” 

When teacher wishes to close the game she says, 
“Well, all you countries seem to be very close to 
each other. I wonder what is the feeling among 
you?” 

At this the child who is the United States says, 
“ Why, we are all friends—the best friends in the 
world.” 

Then the United States walks around among the 
other countries, shaking hands with each one and 
promoting a feeling of general good will, all the 
countries following his example, shaking hands 
and showing a general friendliness. 

112 


Then, the United States heading the line, they 
march around the room and each one back to his 
own place. 

NOTES 


113 


MINERALS 


Teacher calls forward several children, as Tom, 
and Ben, and Ned and sends them out into the hall 
where they get their hats and dress themselves 
up as if getting ready for a trip to the moun¬ 
tains. 

They come in and stand around teacher’s desk 
and she asks where they are going. They answer 
that they are miners and are just starting out to 
locate some mines if they can find a guide. 

Teacher asks what kind of mines they want. 

Children answer as, “We are looking for gold 
mines,” etc. 

Teacher asks who in clas knows where some 
gold mines can be found. 

Children raise hands. 

Teacher chooses one, as Dick, and says, “Where 
can we find gold mines'?” 

Dick answers, as, “You can find gold in the 
Rocky Mountains.” 

Miners ask him a number of questions, as, 
“Where are the Rocky Mountains'? In what di¬ 
rection do they extend?” etc. 

If Dick shows a knowledge of the Rocky Moun¬ 
tains the miners engage him as a guide. 

Then the party moves sloAvly on a little way, 
as if climbing a mountain trail, with Dick at the 
head pointing out the way. 

When they have gone a little way across the 
front of the room, Dick stops, surveys the country, 
and says, “Well, here is a good camping place and 
we are almost to the gold mines. Let’s camp here 

114 


tonight and then we’ll get there early in the 
morning. ’ ’ 

The party stops and all get ready to build a fire 
and camp out. 

When these preparations are made they all sit 
down as if around a camp fire, play they are eating 
their lunch, and begin to tell stories—stories they 
have had in their school work—and tell them so 
loud that all the class can hear them. 

When the teacher wishes to end the game she 
says, “Well, let’s all get things together so as to 
be ready to finish our journey in the morning.” 

They all put things together and are still for a 
minute, as if it were night, then teacher calls them, 
tells them it is morning and time to move on. 

They move around to the door where they stop 
a minute and, as if from the top of a mountain, 
wave “Good-bye” to the class, and then pass out 
into the hall as if disappearing from sight in the 
distance. 

This game may be used in locating any other 
kind of mines in any country. 

NOTES 


115 


ANIMALS 

John comes forward and announces that he is 
a circus manager, that his circus is coming to 
town, and that the parade will march through the 
streets at once, attended by his assistants. 

Then he says to the class, as if arranging his 
parade: "First I want all the animals of North 
America.” 

Children who can name animals of North 
America raise their hands. 

John chooses one, as Tom, and says, "Tom, 
what animal are you?” 

Tom answers, as, "I am a reindeer,” etc. 

John says, "Well, you belong in the parade,” 
etc. 

Tom comes forward and stands in line ready 
for the parade. 

Then John calls another and another from 
North America, as, buffalo, etc., who come and 
stand in the parade. 

John goes on calling the animals from other 
continents, as far as the class has studied, and 
forms them all in line. 

Then he selects his musicians and places them 
at the head of the line—drummers, etc.—and starts 
his parade in motion. 

The parade marches around the room several 
times with John at the head, and class at seats 
cheering as it goes by. 

When teacher wishes to close the game she 
notifies John, who stops his parade in front of the 
room. 


116 


Next he divides the animals into sections, as 
those from North America in one section, those 
from South America in another, giving each sec¬ 
tion in charge of an assistant who takes each ani¬ 
mal to his place—his seat—fastens the door on 
each, and then comes back to John. John ques¬ 
tions them, asking about the animals—if all are 
properly cared for, etc.—then tells them to go 
home now and get ready for the show tomorrow. 

NOTES 


117 


IRRIGATION 


John comes forward and is a real estate agent, 
sitting at the teacher’s desk. 

Teacher asks who wants to buy some agricul¬ 
tural property. 

Children raise their hands. 

Teacher chooses one, as Tom, who comes for¬ 
ward to John and asks where he can find some 
such property. 

John asks Tom what kind of irrigation he wants. 

Tom answers, as, “I want property irrigated 
by rainfall. Where can I find it?” 

John names several places, as the Mississippi 
Valley, the Atlantic Slope, etc. 

Tom decides what property he will see and goes 
home—to his seat—to make preparations for the 
journey. 

Teacher asks again who wants some agricultural 
property, etc. 

Children raise hands. 

Teacher chooses one, as Dan. 

Dan comes forward to John and asks for that 
kind of property. 

John asks his what kind of irrigation he wants. 

Dan answers, as, “I want property irrigated by 
under-ground irrigation,” etc. 

In this way the game goes on, each buyer going 
home to get ready for his trip, and so having op¬ 
portunity for several purchases if there is time 
enough. 

When teacher wishes to close game she notifies 
John in some way. 


118 


John says, “Well, there will probably be no 
more customers in tonight, so I ’ll shut up the office 
and go home.” Then arranging things on teach¬ 
er’s desk, he “shuts up the office” and goes 
home. 

(All the different modes of irrigation can be 
used in this game.) 

NOTES 


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